While the gender reliant binary hetero/homo sexual orientation model shapes our social understanding of sex and desire, there is often a disjuncture between individuals' selfdescribed sexual orientations and the gender(s) of their sexual partners. This article examines the complex relationships between individuals' sexual orientations, sexual experiences, and choices of sexual and intimate partners. Using qualitative data gathered from samples of two sexual subcultures, this article explores new ways of conceptualizing sexual selves, desires, and relationships outside of the traditional categories of heterosexual and homosexual. We explore resistance to heterosexual identification, conventional heterodoxies, and heteronormativity and provide a framework for a rethinking of the concept of sexual orientation to move beyond the current gender-centric model.

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This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do not see themselves as pushed into their careers through external factors but, rather, describe being pulled into community college instruction through a set of personally meaningful internal motivations. Those motivations include serving a diverse and underserved student body. Despite difficult working conditions, most faculty indicated that they likely will teach at a community college until retirement and would do so again if they could. Nearly half of sociology faculty discuss their motivations and satisfactions in community college careers in terms that are consistent with a social justice orientation.